Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed May 9, 2007). PDF text:x, 199 p. : ill.(some col.) ; 3.37Mb UMI publication number: AAT 3236909. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--Friedrich-Alexanders-Universität Erlangen, 1913. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains xii, 187 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 155-164).

System requirements: Adobe Acrobat Reader. Includes bibliographical references (p. 115-129).

Thesis (Ph.D.)--Ohio University, November, 2008. / Release of full electronic text on OhioLINK has been delayed until November 30, 2009. Includes bibliographical references (leaves 151-166)

Thesis (Ph.D.)--Ohio University, November, 2008. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until November 30, 2009. Includes bibliographical references (leaves 151-166)

Thesis (M.S. in Financial Management)--Naval Postgraduate School, June 1992. / Thesis Advisors: Jones, L.R. ; McCaffery, Jerry L. "June 1992." Description based on title screen as viewed on March 4, 2009. Includes bibliographical references (p. 47-48). Also available in print.

Thesis (Ed.D.)--Boston University

This thesis presents an investigation into the effectiveness of faculty-based student learning support and comprises three volumes. Volume 1 provides an overview of the background literature, research methodology, ethical and reliability considerations linked to two projects whose overarching theme is the support and improvement of the student experience. The overview begins with an outline of the aim of this thesis, followed by a synopsis of the literature concerning student support in higher education and the use of technology to support learners. The methodological framework is then discussed and a brief introduction to the projects is provided. The overview concludes with an exploration of the effectiveness of faculty-based student learning support and the presentation of a new blended approach to the organisation, delivery and typology of advising. This seeks to demonstrate the strength of a blended approach and thus makes a contribution to the practice, theory and method of supporting student learning. Volume 2 discusses the Advice Shop project and considers the processes, methods and ethics of this student learning support. A summary of eight interventions is presented together with details of how the project was subsequently rolled out across the University. A consideration of the organisational model and personnel involved in student advising is also offered. The volume concludes with student and staff feedback and a discussion of how the project aims have been achieved. Evidence of the research output and components of practice relating to Project 1 can be found in Volume2 Part 2. Volume 3 presents a discussion of Project 2 - the use of technology to support learners. The project presents two technology-enhanced interventions - an electronic student attendance monitoring scheme, and the development of two online learner support tools using QuestionMark Perception as the delivery software. The methods and ethical considerations used to establish and implement these interventions are present together with feedback from students and staff. The volume concludes with a discussion of how the aims of the project have been achieved. Evidence of the research output and components of practice relating to Project 2 can be found in Volume 3 Part 2.

No description available.